SAQA All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE: 

Design and Develop Assessments 
SAQA US ID UNIT STANDARD TITLE
7976  Design and Develop Assessments 
ORIGINATOR
SGB Assessor Standards 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
ETDP SETA - Education, Training and Development Practices Sector Education and Training Authority 
FIELD SUBFIELD
Field 05 - Education, Training and Development Higher Education and Training 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 6  Level TBA: Pre-2009 was L6  10 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 		 2003-12-03  2004-08-11  SAQA 1351/03 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2005-08-11   2008-08-11  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This unit standard is replaced by: 
US ID Unit Standard Title Pre-2009 NQF Level NQF Level Credits Replacement Status
115755  Design and develop outcomes-based assessments  Level 6  Level TBA: Pre-2009 was L6  10   

PURPOSE OF THE UNIT STANDARD 
This unit standard is for people who are required to design and develop assessment instruments and guides based on given source documents, including unit standards. This unit standard will contribute towards the achievement of a variety of Education Training and Development Practices and Human Resource Development related qualifications.

A learner-assessor who has achieved this unit standard will be able to design assessments against standards and qualifications registered on the NQF, to facilitate assessments that are credible, fair, free of all bias and discrimination, valid, reliable and practicable.

In particular, people credited with this unit standard are able to:
  • conduct an analysis of source documents, including unit standards, to establish evidence requirements and the assessment approach/es,
  • design an assessment strategy,
  • design assessment activities to collect evidence of competence, and
  • develop and evaluate assessment guides. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The credit calculation is based on the assumption that learners have no previous assessment experience when starting to learn towards this unit standard.

    It is assumed that a candidate designer being assessed against this standard will be competent in the relevant field in which they are designing the assessments, or access to a subject matter expert. It is further assumed that the candidate is able to analyse and interpret unit standards and qualifications. 

    UNIT STANDARD RANGE 
    This is a generic assessment unit standard, and candidates can be assessed within any field of learning in line with their subject matter expertise. For the purposes of assessment of this unit standard, candidates should have access to unit standards and/or qualifications.

    Further range statements are provided in the body of the unit standard where they apply to particular specific outcomes or assessment criteria. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Design an assessment strategy 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. The design includes opportunities for holistic and integrated assessment. Multiple specific outcomes and assessment criteria are assessed simultaneously where possible to increase opportunities for integrated assessment. 

    ASSESSMENT CRITERION 2 
    2. Provision is made for the collection of evidence from a variety of sources to ensure the reliability of assessment judgements. 

    ASSESSMENT CRITERION 3 
    3. Opportunities for gathering naturally-occurring evidence are identified and planned whenever possible, so as to improve assessment efficiency and match assessment conditions to real performance conditions. 
    ASSESSMENT CRITERION RANGE 
    Naturally-occurring evidence refers to evidence gathered during the normal course of actual work or performance.
     

    ASSESSMENT CRITERION 4 
    4. Time allocated for the assessment is realistic, can be justified in terms of the requirements of the source documents and is sufficient for the nature of the performances being assessed and/or parties affected. 
    ASSESSMENT CRITERION RANGE 
    Affected parties could include the assessor, candidate, ETQA, assessor's organisation and/or candidate's organisation.
     

    ASSESSMENT CRITERION 5 
    5. The design makes provision for any special needs identified in the assessment context, but without compromising the validity of the assessment. 

    ASSESSMENT CRITERION 6 
    6. The design identifies opportunities for candidate input into assessment where appropriate. A clear rationale for assessment procedures is provided and options carefully considered ahead of discussions with the candidate. 
    ASSESSMENT CRITERION RANGE 
    Procedures: what is to be assessed; opportunities for gathering evidence; how and when assessment will take place; roles and responsibilities of candidate and assessor; appeal procedures; what will be done with assessment data.
     

    ASSESSMENT CRITERION 7 
    7. The assessment strategies are consistent with the defined purpose of the assessment and the evidence requirements revealed in the analysis. 

    ASSESSMENT CRITERION 8 
    8. Principles of good assessment practice are described. The description highlights the advantages of observing the principles, and the potential consequences of disregarding the principles. 
    ASSESSMENT CRITERION RANGE 
    See "Supplementary information" for a definition of principles of good assessment practice.
     

    ASSESSMENT CRITERION 9 
    9. Standards-based and traditional approaches to assessment are contrasted. The similarities and differences are identified and advantages and disadvantages of each approach for the assessor's context are discussed. 
    ASSESSMENT CRITERION RANGE 
    Similarities and differences in terms of assessment methodology, advantages to learners, employers and institutions, impact on learners and assessors, and means of reporting of results.
     

    ASSESSMENT CRITERION 10 
    10. The design incorporates lessons learned during the review of, and reflection on, past practice. 

    SPECIFIC OUTCOME 2 
    Conduct analysis of source docs and assessm contexts to establish evidence requirem & possib sources 
    OUTCOME NOTES 
    Conduct an analysis of source documents and assessment contexts to establish the evidence requirements and possible sources 
    OUTCOME RANGE 
    Source documents must include unit standards and qualifications, but could include any other documents which prescribe what must be assessed and the criteria based on which judgements are to be made. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. The analysis of source documentation accurately identifies all the evidence requirements specified in the outcome statements, and the criteria against which the evidence should be judged. 

    ASSESSMENT CRITERION 2 
    2. Potential sources and types of evidence are identified in relation to the assessment criteria and the typical assessment candidate's circumstances. 
    ASSESSMENT CRITERION RANGE 
    Types of evidence include direct, indirect or supplementary evidence of:
  • quality of processes followed by candidates,
  • quality of products produced by candidates
  • knowledge and understanding.
     
    		•

    ASSESSMENT CRITERION 3 
    3. The analysis identifies any factors that could influence the reliability, fairness and validity of assessment and/or impair assessment judgements, as well as any further assessment factors relevant to the candidate's and NSB or SGB requirements. 
    ASSESSMENT CRITERION RANGE 
    Factors include: purpose of assessment, context of the assessment, resource allocation.
     

    SPECIFIC OUTCOME 3 
    Design assessment activities 
    OUTCOME RANGE 
    Evidence to be gathered for the design of activities that assess:
  • Psychomotor evidence: through methods such as observation of naturally occurring evidence, simulations, skills tests, assessment of products.
  • Cognitive evidence: fixed and open response, written and oral items.
  • Assessment of value and attitudinal orientation 
    		•

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. The design of activities enables assessors to collect evidence of psychomotor and/or cognitive performances that are valid in terms of the assessment criteria. 
    ASSESSMENT CRITERION RANGE 
    Cognitive performance: includes understanding and explanation of concepts and principles; embedded knowledge.
     

    ASSESSMENT CRITERION 2 
    2. Individual activities provide for the collection of evidence against combinations of assessment criteria where possible. 

    ASSESSMENT CRITERION 3 
    3. The activities enable assessors to collect valid and sufficient evidence of competence as per the definition of competence provided in source documents. 

    ASSESSMENT CRITERION 4 
    4. The assessment methods underpinning the activities are appropriate, fair and manageable, and are consistent with the defined purpose of the assessment. 
    ASSESSMENT CRITERION RANGE 
    See "Supplementary information" for a definition of appropriate, fair and manageable.
     

    ASSESSMENT CRITERION 5 
    5. Different assessment methods are described and justified in terms of the particular context, and their advantage over other possible and discarded options. 
    ASSESSMENT CRITERION RANGE 
    The description of methods should cover situations for gathering evidence of abilities in problem solving, comprehension, analysis and synthesis, evaluation, practical and technical skills, personal and attitudinal skills and values.
     

    ASSESSMENT CRITERION 6 
    6. The language and expressions used to communicate in the activities is at a level appropriate to the candidate and provides clear direction without influencing the candidate towards a particular response. 

    ASSESSMENT CRITERION 7 
    7. The design provides for activities that meet site cost and time requirements and particular constraints of assessment. 

    SPECIFIC OUTCOME 4 
    Develop an assessment guide. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. The guide contains all the details necessary to ensure effective, fair and consistent assessments. 
    ASSESSMENT CRITERION RANGE 
    Details concerning at least: performances to be assessed; types and quality of evidence to be collected (including cognitive, affective and psychomotor); assessment methods to be used; resources required; conditions of assessment; timing of assessment; time-limits, sequence of activities; accountabilities; deadlines; arrangements for moderation, candidate details, resources, schedules of activities, and Instructions to assessors and candidates, as well as anyone expected to support the assessment process in any way.
     

    ASSESSMENT CRITERION 2 
    2. The guide provides clear details of the assessment activities in line with the assessment design, so as to facilitate fair, reliable and consistent assessments by assessors. 

    ASSESSMENT CRITERION 3 
    3. The structure of the guide promotes efficient and effective assessment. It further facilitates the recording of data both during and after the assessment for purposes of record keeping, assessment judgements and moderation of assessment. 

    ASSESSMENT CRITERION 4 
    4. The guide makes provision for the gathering and recording of whatever cognitive evidence is required where competence cannot be inferred from performances alone. 

    SPECIFIC OUTCOME 5 
    Evaluate assessment designs and guides 
    OUTCOME RANGE 
    Evidence to be gathered for effective and ineffective assessment guides. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Appropriate tests are used to evaluate the quality of the assessment design and guides in relation to good assessment principles and the intention of the assessment reflected in the standards and/or qualifications. 

    ASSESSMENT CRITERION 2 
    2. The evaluation results are described and justified in terms of the principles of good assessment and based on evidence from a variety of sources, including empirical data. 

    ASSESSMENT CRITERION 3 
    3. Recommendations arising from evaluations have the potential to facilitate the improvement of assessment design and guides in line the intention of the unit standards and/or qualification and the purposes of the assessment. 

    ASSESSMENT CRITERION 4 
    4. The evaluation contributes towards enhancing the credibility and integrity of the recognition system. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • An individual wishing to be assessed, (including through RPL) against this unit standard may apply to an assessment agency, assessor or provider institution accredited by the relevant ETQA.
  • Anyone assessing a learner-assessor against this unit standard must be registered as an assessor with the relevant ETQA.
  • Any institution offering learning that will enable achievement of this unit standard must be accredited as a provider with the relevant ETQA.
  • Moderation of assessment will be conducted by the relevant ETQA according to an agreed Moderation Action Plan. 
    		•

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    The following essential embedded knowledge will be assessed through assessment of the specific outcomes in terms of the stipulated assessment criteria. Candidates are unlikely to achieve all the specific outcomes, to the standards described in the assessment criteria, without knowledge of the listed embedded knowledge. This means that for the most part, the possession or lack of the knowledge can be directly inferred from the quality of the candidate`s performance. Where direct assessment of knowledge is required, assessment criteria have been included in the body of the unit standard.
  • Principles of assessment - see assessment criterion 2.8
  • Principles and practices of RPL
  • Methods of assessment - see assessment criterion 3.5
  • Potential barriers to assessment
  • The principles and mechanisms of the NQF
  • Assessment policies, ETQA requirements and related legislation
  • Moderation requirements 
    		•


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems using critical and creative thinking: planning for contingencies, candidates with special needs, problems that could arise during assessment, suggesting changes to assessment following evaluation of the design. 

    UNIT STANDARD CCFO ORGANISING 
    Organize and manage oneself and ones activities: planning and preparing the assessment requirements, activities and guide. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organize and critically evaluate information: determine evidence requirements and sources, evaluate the quality of assessment guides. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively: communicate, in writing, all assessment requirements and processes. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate the world as a set of related systems: understanding the impact of assessment on individuals and organisations. 

    UNIT STANDARD CCFO CONTRIBUTING 
    Be culturally and aesthetically sensitive across a range of social contexts: plan and design assessments in a culturally sensitive manner. 

    UNIT STANDARD NOTES 
    This unit standard has been replaced by unit standard 115755, which is "Design and develop outcomes-based assessments", credits 10, NQF Level 6 as from 11 August 2004.


    Supplementary Information

    Definition of Terms:
  • assessment - a process in which evidence of performance is gathered and evaluated against agreed criteria.
  • performance - includes skills, knowledge, understanding and attitudes, and the ability to transfer these to new situations.
  • assessment criteria - state the type and quality of performance against which the candidate is assessed.
  • candidate - person whose performance is being assessed by the assessor.

    Principles of assessment::
  • Appropriateness: The method of assessment is suited to the performance being assessed.
  • Fairness: The method of assessment does not present any barriers to achievements, which are not related to the evidence.
  • Manageability: The methods used make for easily arranged, cost-effective assessments that do not unduly interfere with learning.
  • Integration into work or learning: Evidence collection is integrated into the work or learning process where this is appropriate and feasible.
  • Validity: The assessment focuses on the requirements laid down in the Standard; i.e. the assessment is fit for purpose.
  • Direct: The activities in the assessment mirror the conditions of actual performance as closely as possible
  • Authenticity: The assessor is satisfied that the work being assessed is attributable to the person being assessed.
  • Sufficient: The evidence collected establishes that all criteria have been met and that performance to the required Standard can be repeated consistently.
  • Systematic: Planning and recording is sufficiently rigorous to ensure that assessment is fair.
  • Open: Learners can contribute to the planning and accumulation of evidence. Assessment candidates understand the assessment process and the criteria that apply.
  • Consistent:: The same assessor would make the same judgement again in similar circumstances.

    The judgment made is similar to the judgment that would be made by other assessors. 
    		•

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Elective  22903   Bachelor of Environmental Education, Training and Development Practice  Level 6  Level TBA: Pre-2009 was L6  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  CHE 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    NONE 


    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.